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International Journal of Learning, Teaching and Educational Research Vol. 20, No. 12, pp. 127-138, December 2021 https://doi.org/10.26803/ijlter.20.12.8 Received Jul 15, 2021; Revised Dec 08, 2021; Accepted Dec 17, 2021
An Examination of the Correlation between South African Grade 12 students’ Mathematics Self-Concept and their Academic Achievement James Bill Ouda Masinde Muliro University of Science and Technology, Kenya https://orcid.org/0000-0001-9492-4586 Tawanda Runhare, Ndileleni Mudzielwana, Hasina Cassim and Shonisani Agnes Mulovhedzi University of Venda, South Africa https://orcid.org/0000-0001-6142-7858 https://orcid.org/0000-0003-1212-0483 https://orcid.org/0000-0002-5168-8656 https://orcid.org/0000-0002-8355-3377
Abstract. This study measured the correlation between mathematics selfconcept and academic achievement of students at four schools in Vhembe District, South Africa. The study targeted Grade 12 candidates for the South African National Senior Certificate (matric). A sample of 236 respondents – 112 boys and 124 girls – was selected from four schools using purposive and stratified random sampling. Two schools were in a rural area and two in an urban area. A questionnaire that included items from the Academic Self-Concept Questionnaire, and document analysis, were used to measure mathematics self-concept and academic achievement. Each respondent's mathematics achievement score was determined by averaging their mathematics scores over three consecutive terms. The multiple linear regression model and one-way analysis of variance (ANOVA) were used to test the hypotheses. The results of the study show that mathematics self-concept positively and significantly predicted academic achievement. Based on findings, the study makes recommendations for effective methods that teachers and other stakeholders can employ to increase students’ mathematics self-concept and boost students’ academic achievement. Keywords: mathematics mathematics; correlation
self-concept;
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